Nursing

Accountable Care Case Assignment
Accountable Care Case Assignment
Accountable Care Case Assignment
“Managed Care.” MedlinePlus, U.S. National Library of Medicine, 25 Sept. 2017, medlineplus.gov/managedcare.html.
“What Is an ACO? Definitive Guide: Accountable Care Organizations.” Health Catalyst, Health Catalyst, 24 Oct. 2017, www.healthcatalyst.com/what-is-an-ACO-definitive-guide-accountable-care-organizations.
Student 2 Kpanbu
Health care spending is the biggest drive for formulating the different kinds of payment systems in healthcare. Health care insurance enrollees may obtain care from various Managed Care Organizations (MCOs) or Accountable Care Organizations (ACOs).
Managed Care Organizations (MCOs): is a group of people working together to manage the cost of health care. MCOs work along with medical facilities and health care providers to render support to MCO patients. MCOs only pays for the care provided and its plan is not as flexible as ACOs. MCOs give incentives to physicians like the ACOs. There are four types of MCOs: Health Maintenance Organization (HMO), Preferred Provider Organization (PPO), Exclusive Provider Organization (EPO), and Point-of-Service Plan (POS). According to (Andrews, 2014), HMOs only pay within network health care and insurers need a referral to seek care from a specialist or else the services provider will not be covered. For PPOs, care is covered both in and out of the network, however; the patient pays a higher premium for out of network care. In EPO, care is not covered outside of the network, nevertheless; patients do not require referral to get seen by a specialist. In POS, plan varies between HMOs and PPOs, and insurers may seek out of network care but with a higher cost-sharing rate. PPO and HMO both have Medicare options.
Accountable Care Organizations (ACOs): is a number of individuals that consist of health care providers and health care settings, collectively working together to accomplish the goal of improving optimum quality of health care. This network of people may include physicians, surgeons, pharmacists, doctors, nurses, healthcare assistants, caregivers, lab specialists, psychiatrists, mental health professionals, rehabilitation workers, other healthcare specialties and hospitals. This group of people collaboratively work together to coordinate patient care to obtain maximum care for clients and the group “accepts joint responsibility for health care spending and quality for a defined population of patients” (Song, 2014). According to Song (2014), the three key characteristics of the ACO are: “joint accountability,” accountability for both quality of care and health care spending, and the ACO is responsible for the care of a population of people.” In the ACO plan patients have more freedom to choose the type of care within a restricted time period. ACO provides a variety of payment structures and incentives to health care providers and hospitals primarily focusing on quality of care and financial risks to hospitals and physicians. ACO reward health care providers for the quality of care provided to patients, while eliminating irrelevant spending. ACOs do not focus on profit, but the quality of care while MCOs focus on profit.
References:
Andrews, M. (2014). What’s the best health plan for you? HMO, PPO, EPO or POS? Retrieved from https://www.washingtonpost.com/national/health-science/whats-the-best-health-plan-for-you-hmo-ppo-epo-or-pos/2014/08/25/772f96a8-27c1-11e4-958c-268a320a60ce_story.html?utm_term=.51bd23ba540e
Humana. (n.d.). HMO vs. PPO: Which one is right for you? Retrieved from https://www.humana.com/all-products/understanding-insurance/hmo-vs-ppo
Song, Z. (2014). Accountable Care Organizations in the U.S. Health Care System. J Clin Outcomes Manag. 2014 Aug 1; 21(8): 364–371.

Assignment: System Of Attachment
Assignment: System Of Attachment
Permalink:
Assignment: System Of Attachment
Each post should be at least 100-200 words and be considered substantive which displays critical thinking and moves our conversation forward in a scholarly way. It is also required that students utilize properly cited scholarly resources in Main Forum postings. A scholarly approach to discussions will frequently involve references to the weekly readings, learning objectives, and scholarly information sources in a manner that sheds new light upon the topic of the discussion. To create a substantive posting, remember “ABC” – Acknowledge other student postings, Build upon the ideas with scholarly material and Conclude with a follow-up question for the classroom.
Assignment: System Of Attachment Chapter 4
CULTURE AND ATTACHMENT
refers to the special bond that develops between the infant and his or her primary caregiver and provides the infant with emotional security. Many psychologists believe that the quality of attachment has lifelong effects on our relationships with loved ones. Once attached, babies are distressed by separation from their caregiver (separation distress or anxiety). There is evidence that seven- to nine-month-old infants in every culture studied show distress when they are separated from their primary caregiver (Grossman & Grossman, ).
Bowlby’s Theory of Attachment
Bowlby’s () evolutionary theory of attachment proposes that infants must have a preprogrammed, biological basis for becoming attached to their caregivers. This innate behavioral repertoire includes smiling and cooing to elicit physical attachment behaviors on the part of the caregiver. He argues that the attachment relationship between caregiver and child functioned as a survival strategy: Infants had a greater chance of survival if they remained close to the caregiver for comfort and protection.
Attachment as a survival strategy is illustrated in a study in Nigeria of Hausa infants and their caregivers (Marvin, VanDevender, Iwanaga, LeVine, & LeVine, ). The researchers report that the attachment relationship protected infants from the dangers of their environment, which included open fires, tools, and utensils that were easily accessible. Infants explored their environment, but only when they were in close proximity to an attachment figure. Similarly, among the Dogon of Mali, infants were always kept in close proximity with the mother (being held most of the time) and infants did not roam freely, thus avoiding dangers such as open fires, snakes, and animal droppings (True, Pisani, & Oumar, ).
Bowlby and Ainsworth’s Classification System of Attachment
Based on Bowlby’s attachment theory, Mary Ainsworth’s (, ) study of mothers and infants in Uganda led to the tripartite classification system of attachment relationships. Based on her careful observations of 26 mother-infant pairs over a span of one year, she described three attachment styles: , , and . The latter two attachment styles she labeled as “insecurely attached.” Infants who are securely attached become distressed when their mother leaves but are easily comforted by her when she returns. Infants who are ambivalent also experience distress when their mother leaves but when she returns they send mixed signals—they want to be comforted by her yet, at the same time, appear to have a difficult time letting her soothe them. Infants who are avoidant do not seem to be distressed when their mother leaves and when she returns these infants will actively avoid reuniting with their mother and instead focus their attention elsewhere. Ainsworth later replicated her results in a sample of Baltimore mothers and their infants. In her samples, she found that approximately 57 percent of mothers and infants were classified as securely attached, 25 percent as ambivalent, and 18 percent as avoidant.
Studies from other cultures have found a similar distribution of attachment classifications; others have found considerable differences. And some attachment styles are not reported in certain cultures. For example, no avoidant infants were found in True et al.’s () study of the Dogon of Mali. Mali mothers kept their infants close to them throughout the day and practiced constant, responsive nursing (nursing on demand when the infant is hungry or distressed). This type of caregiving, True et al. argued, “prevents” avoidant attachment to the mother. These findings highlight the importance of understanding the attachment system in the context of parenting practices specific to each culture.
Cross-Cultural Studies on Attachment
Since Ainsworth’s early studies, hundreds of studies of attachment have been conducted in cultures all over the world. To measure attachment, the Strange Situation, developed by Ainsworth, is the most widely used measure. In the Strange Situation, infants are separated from their mothers for a brief period of time. The separation is thought to trigger the attachment system in the infant. The quality of attachment is derived partly from an assessment of the infant’s reaction to the separation and subsequent reunion with the mother.
Although this method has been used extensively across cultures, the cross-cultural validity of this method and the meaning of the attachment classifications themselves have been questioned. For instance, the meaning of the separation may differ across cultures (Takahashi, ). Japanese infants are rarely separated from their mothers, and the separation during the Strange Situation may represent a highly unusual situation that may imply something different for Japanese infants and their mothers than for U.S. infants and their mothers. It may also be the case that subtle attachment behaviors (for instance, those that characterize avoidant relationships) are difficult even for well-trained coders to observe in infants from different cultures (Crittenden, ; van IJzendoorn & Sagi, ).
In addition to criticisms leveled at the measurement of attachment, cross-cultural researchers have questioned the appropriateness of the different categories of attachment. For instance, researchers studying Chinese infants and their mothers question the validity of the avoidant category as an indication of insecure attachment (Hu & Meng, , cited in van IJzendoorn & Sagi, ). Chinese mothers emphasize early independence in their infants and, at the same time, stress their reliance on nonparental (usually the grandparent) caregivers. These factors, rather than an insecure relationship between the mother and her infant, may be responsible for why babies show avoidant attachment in China.
Van IJzendoorn and Sagi () outline several important cross-cultural issues that Ainsworth’s Uganda study raised, including whether maternal sensitivity is a necessary antecedent of attachment. For instance, mothers of securely attached infants are described as sensitive, warm, and more positive in their emotional expression. Mothers of avoidant children are suspected of being intrusive and over-stimulating. Mothers of ambivalent children have been characterized as being insensitive and uninvolved. Thus, according to Ainsworth, a major determinant of attachment security is having a caregiver who is sensitive and responsive to the child’s needs. In a review of 65 studies of attachment, however, caregiver sensitivity was related only modestly to security of attachment (DeWolff & van IJzendoorn, ). And studies with other cultures found an even weaker connection between parent sensitivity and security of attachment (van IJzendoorn & Sagi, ). Assignment: System Of Attachment
One possible reason for why maternal sensitivity has not been consistently linked to secure attachment is that sensitivity may mean different things and expressed in different ways across cultures. One study contrasted U.S. caregivers’ with Japanese caregivers’ sensitive responsiveness (Rothbaum, Weisz, Pott, Miyake, & Morelli, ). In the United States, parents tend to wait for their child to communicate a need and then respond to that need. In other words, sensitive parenting in the United States allows the child to express his or her individual needs to the parent so that the parent can appropriately address those needs. In contrast, in Japan, parents tend to anticipate their child’s needs instead of waiting for their child to communicate a need. This can be done by being aware of situations that may cause distress to a child and anticipating ways to minimize the stress. Rothbaum and colleagues argue that researchers need to pay more attention to how different cultures conceptualize and demonstrate sensitive parenting to better understand what type of parenting leads to secure attachment. Further, parenting behaviors that, from a Western perspective, may seem to promote insecure attachment, may in fact do the opposite in other cultures. For example, Ainsworth suggested that parenting that is “intrusive,” namely, directive and controlling, leads to an insecure attachment. However, this type of parenting may have an entirely different meaning in non-Western cultures (Chao, ). Future research should consider the interaction between culturally specific parenting practices and infant temperament and behaviors to better understand how attachment relationships develop (Keller, ). Assignment: System Of Attachment

Assignment: Biological Evolution
Assignment: Biological Evolution
Permalink:
Question 1
What is biological evolution?
the development of traits that organisms need in order to become more complex
gene changes in populations over many generations
the change that occurs in individuals as they try to survive in their environment
the steps by which the first life was created on earth from random molecules
Question 2
Which of the following BEST describes why the process of evolution is easier to study in fruit flies than in birds?
Fruit flies have a much shorter generation time than birds.
Fruit flies are smaller than birds.
Fruit flies have a simpler diet than birds.
Fruit flies do not live as long as birds.
Question 3
Which of the following groupings is the MOST appropriate according to the classification system developed by Linnaeus?
Group 1: whale, giant fruit bat, giant walking stick (an insect); Group 2: penguin, ostrich, human; Group 3: hummingbird, bee, water strider bug
Group 1: penguin, ostrich, hummingbird; Group 2: water strider bug, giant walking stick (an insect); Group 3: whale, human, giant fruit bat
Group 1: hummingbird, ostrich, bee; Group 2: whale, human, penguin; Group 3: giant walking stick (an insect), water strider bug, giant fruit bat
Group 1: penguin, water strider bug, whale; Group 2: ostrich, giant walking stick (an insect), human; Group 3: hummingbird, bee, giant fruit bat
Question 4
Polar bears from the Arctic do not produce offspring with the speckled bear of South America due to:
temporal isolation.
gamete incompatibility.
behavioral isolation.
spatial isolation.
Question 5
Which of the following statements BEST describes the current knowledge about Earth’s biodiversity?
It is relatively common for scientists to discover new or fossil organisms that are completely different from other organisms.
Most species that have existed on Earth are alive today.
There is uncertainty about the diversity within various species.
Scientists generally agree that most species have been identified.

Discussion: Ethics of Balancing Care
Discussion: Ethics of Balancing Care
Topic
Balancing Care with patient ratios
When nurses don’t follow up on patients due to time constraints but charts that they did cause a major ethical problem.
need to make sure that we can
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion: Bioethicists Study
Discussion: Bioethicists Study
there are two questions that need to be answered.
Prompt 1
Using the Internet, find three websites advertising nursing homes or assisted living facilities. How does each website encourage you to believe that its facility would be the best one for your relative?
Prompt 3:
Give an example of how medical technology shapes society, and of how society shapes medical technology.
Why should sociologists concern themselves with bioethical issues? Why should bioethicists study sociology?
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Assignment: Current Event Paper
Assignment: Current Event Paper
Permalink:
Assignment: Current Event Paper
This assignment will involve the selection a current event from the news and applying it to a concept or subject from the course textbook, Psychopathology: Foundations for a Contemporary Understanding, 4th edition (Maddux & Winstead, 2016). Papers must be a minimum of 5 pages in length. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Students may select any subject from the textbook, as long as they are able to (a) thoroughly describe the selected concept and (b) make a sound case for why it relates to the selected current event. (Mood Disorders)
Students may select any relevant current event from the news, citing the description of the event from an internet news source.
The paper will include three major components:
1. Selection and description of the current event
2. Selection and description of the textbook concept
3. Integration and synthesis of the textbook concept with the selected current event
Your paper will be submitted as an attachment though the classroom Assignments page. When your paper is attached it is automatically submitted to Turnitin.com. NO PLAGIARISM. Assignment: Current Event Paper
Below are steps to help you create a current events essay:
Choose a reputable news source. Look for a source that offers well-written and well-researched news. …
Prepare to write the summary by reading the entire article. …
Write a summary. …
Outline your thoughts about the article. …
Finalize your summary.
Introducing students to high-interest, relevant text goes beyond preparation for English Language Arts skills. You can help prepare students for the world of today and tomorrow with access to current events and skill building around critical thinking and evaluating sources.

Assignment: Counseling Suffering Clients
Assignment: Counseling Suffering Clients
Permalink:
Assignment: Counseling Suffering Clients
Required Text Books:
Entwistle, D. N. (2015). Integrative approaches to psychology and Christianity (3rd ed.). Eugene, OR: Wipf and Stock. ISBN: 9781498223485.
McMinn, M. R. (2011). Psychology, theology, and spirituality in Christian counseling (Rev. ed.). Carol Stream, IL: Tyndale House. ISBN: 9780842352529.
In 500 words, consider how to counsel suffering clients: The class lectures, Entwistle, and McMinn text books all discuss the concept of suffering and factors guiding how we counsel those who are suffering. In fact, a careful reading of the Reading & Study materials indicates numerous concepts and principles that we could apply as we counsel those who are hurting.
Considering the numerous points that were made, make a list of at least 5 concepts (“questions to ask myself as I counsel those who are suffering. . . “) that you found particularly helpful, insightful, unique, or had not thought about before. What guidelines would you particularly emphasize as you counsel hurting people?
Then consider this client’s statement: Client: “Dr. Counselor, I have been coming to you now for six weeks. I am not sure that counseling is working. I don’t feel any better now than when we started talking. Why are you not helping to remove this pain that I am feeling?” If your client expects that you help to remove the suffering, how would you respond, based on what you learned from your study for the week?
How To Build Rapport With Clients
Use your active listening skills to understand the client and their story. Before you make any attempt at an intervention, demonstrate to the client that you understand where they are coming from. …
Watch your speed. …
Small successes first. …
Treat the client with respect. …
Match styles. …
Be competent. …
Self disclosure.
Dec 6, 2012

Metropolitan State Assignment
Metropolitan State Assignment
Permalink:
Question Summary – Unit 3 Test Quiz Note: It is recommended that you save your response as you complete each question.________________________________________
Question 1 (1 point)
ABC and XYZ, two organizations in the same industry, have come together to pursue areas of mutual interest. This refers to a(n):
Question 1 options:
a) unethical venture.
b) acquisition.
c) corporate takeover.
d) strategic alliance.
Save
Question 2 (1 point)
Your manager is considering options between a matrix structure and a team structure. Based on what you have learned in this class, you can tell her that the major difference between a matrix structure and a team structure is that a team structure:
Question 2 options:
a) has project management.
b) is always temporary.
c) has no project management.
d) has no functional management.
Save
Question 3 (1 point)
In creating an empowering climate, a manager should avoid:
Question 3 options:
a) allowing employees to make decisions themselves.
b) closely supervising and regulating the work process.
c) giving workers a chance to take the initiative in solving problems.
d) taking suggestions and ideas from subordinates.
Save
Question 4 (1 point)
Organizations that are most likely to have centralized management are:
Question 4 options:
a) Matrix organizations.
b) Organic organizations.
c) Empowered organizations.
d) Mechanistic organizations.
Save
Question 5 (1 point)
Your roommate wants to learn about organizational chart. You can tell her that these chart can tell you all of these about an organization EXCEPT their
Question 5 options:
a) control mechanisms.
b) major subunits.
c) division of work.
d) span of control.
Save
Question 6 (1 point)
Who is responsible for a cross-functional team member’s performance appraisal in a matrix structure?
Question 6 options:
a) The function manager
b) Both the functional and project manager
c) The project manager
d) The general manager
Save
Question 7 (1 point) Informally defined organizations made up of unofficial employee working relationships are often referred to as __________ organizations.
Question 7 options:
a) vertical
b) formal
c) strategic
d) shadow
Save
Question 8 (1 point)
Which of these represent a valued advantage of a network structure?
Question 8 options:
a) Simplicity of operating the structures
b) Control over each piece of the system
c) Lower costs and flexibility
d) An easy switch to this structure from any other type
Save
Question 9 (1 point)
Matrix structures offer all of the following advantages EXCEPT
Question 9 options:
a) they are less costly than traditional structures.
b) improved communication across functions.
c) problem-solving at the team-level.
d) a clear accountability for projects.
Save
Question 10 (1 point)
The teams that make up the matrix structure are called __________ teams.
Question 10 options:
a) sales
b) vertical
c) matrix
d) cross-functional
Save
Question 11 (1 point)
The rational persuasion strategy is most closely linked to the __________ power base.
Question 11 options:
a) legitimate
b) reward
c) expert
d) coercive
Save
Question 12 (1 point)
At ABC Manufacturing, the process of turning ideas into products/methods that can increase profits would be called which of these?
Question 12 options:
a) Business model innovation
b) Transformational change
c) Virtual processing
d) Organizational development
Save
Question 13 (1 point)
According to Lewin, the correct order in the steps of change is:
Question 13 options:
a) freezing, refreezing, and changing.
b) unfreezing, changing, and refreezing.
c) changing, unfreezing, and refreezing.
d) refreezing, changing, and unfreezing.
Save
Question 14 (1 point)
Strong organizational cultures contribute to performance in all of the following ways EXCEPT:
Question 14 options:
a) they are high-performance oriented.
b) they discourage dysfunctional work behaviors and encourage positive ones.
c) they focus on getting the job done no matter how.
d) they provide a clear vision.
Save
Question 15 (1 point)
A(n) __________ strategy pursues change through formal authority and the use of rewards or punishments.
Question 15 options:
a) shared power
b) irrational
c) force-coercion
d) rational persuasion
Save
Question 16 (1 point)
Vodafone eliminated over 13,500 flights by replacing traveling with videoconferencing. By doing this Vodafone cut about 5,000 tons of carbon emissions. This example is considered what type of innovation?
Question 16 options:
a) Model innovation
b) Technology innovation
c) Green innovation
d) Product innovation
Save
Question 17 (1 point)
All of the following are true of major transformational change efforts EXCEPT:
Question 17 options:
a) they involve radical changes.
b) overall, they are generally successful.
c) such efforts are intense and highly stressful.
d) they result in redirection of the organization.
Save
Question 18 (1 point)
Many West coast companies do not have private offices or parking spaces for their senior managers. This is an example of an organization’s __________.
Question 18 options:
a) performance appraisal
b) corporate policy
c) employee training
d) observable culture
Save
Question 19 (1 point)
At Callaway Golf, which of the following would NOT be a part of the observable culture?
Question 19 options:
a) The layout of the offices
b) The organizational beliefs
c) The way people dress
d) The lack of executive parking spaces
Save
Question 20 (1 point)
__________ innovation recognizes the potential for valuable innovations to be launched from lower organizational levels and diverse locations, including emerging markets.
Question 20 options:
a) Virtual
b) Commercializing
c) Forward
d) Reverse
Save
Question 21 (1 point)
__________ programs allow choice to personalize benefits within a set dollar allowance.
Question 21 options:
a) Employee assistance
b) Collective bargaining
c) Family friendly
d) Flexible benefits
Save
Question 22 (1 point)
During selection, the process that attempts to reveal both the good and bad points of the job is called:
Question 22 options:
a) recruitment.
b) an in-depth interview.
c) a realistic job preview.
d) orientation.
Save
Question 23 (1 point)
In designing an employment test, ensuring that the results are an accurate predictor of future job performance means that the test instrument is __________.
Question 23 options:
a) socialized
b) valid
c) realistic
d) reliable
Save
Question 24 (1 point)
All of the following categories are protected by Title VII of the 1964 Civil Rights Act (CRA) EXCEPT:
Question 24 options:
a) Age
b) Race
c) Color
d) Religion
Save
Question 25 (1 point)
A performance appraisal method that uses a log of the employee’s effective and ineffective job behaviors is called a__________.
Question 25 options:
a) graphic rating scale
b) behaviorally anchored rating scale
c) forced distribution method
d) critical-incident technique
Save
Question 26 (1 point)
Which of these is called a process of managing how an employee grows and progresses in responsibility from one point to another?
Question 26 options:
a) Career planning
b) Career development
c) Multiperson comparison
d) Employee management
Save
Question 27 (1 point)
Assigning an early career employee as a protégé to a more senior employee for the purpose of professional advice and career guidance is called __________.
Question 27 options:
a) mentoring
b) assessing
c) coaching
d) socialization
Save
Question 28 (1 point)
Job discrimination, denial based on non-performance related issues, occurs when an organization denies someone all of the following EXCEPT:
Question 28 options:
a) Vacation days
b) A job assignment.
c) Employment.
d) An advancement opportunity.
Save
Question 29 (1 point)
All of the following would be legitimate reasons for not hiring someone EXCEPT:
Question 29 options:
a) a special pilot’s license to fly for major airlines.
b) passing a criminal background check to be an elementary school teacher.
c) a minimum weight requirement to serve as a restaurant chef.
d) a medical license to be a doctor.
Save
Question 30 (1 point)
Which of the following is NOT good advice in preparing for a telephone interview?
Question 30 options:
a) Study the organization ahead and match your strengths to it
b) Plan to take the call in a quiet, private location
c) Don’t worry about how you are dressed
d) Practice your voice tone and modulation to set a good first impression
Save
Question 31 (1 point)
The law of ____________ reinforcement delivers the reward only when desired behavior occurs.
Question 31 options:
a) positive
b) contingent
c) immediate
d) negative
Save
Question 32 (1 point)
To have _______ people must believe in their abilities and believe that if they try hard to do something they can perform it well.
Question 32 options:
a) high expectancies
b) high valences
c) positive valences
d) high instrumentalities
Save
Question 33 (1 point)
In Vroom’s Expectancy Theory, __________ is a person’s belief that various outcomes will occur as a result of task performance.
Question 33 options:
a) expectancy
b) valence
c) achievement
d) instrumentality
Save
Question 34 (1 point)
People with a high need to power tend to:
Question 34 options:
a) behave in ways that have a clear impact on other people and events.
b) prefer jobs offering companionship.
c) do not enjoy being in control.
d) enjoy satisfying interpersonal relationships.
Save
Question 35 (1 point)
In Maslow’s hierarchy of needs theory, __________ states that people try to satisfy lower level needs first, then move on to the next higher level.
Question 35 options:
a) existence
b) frustration-regression
c) progression
d) deficit
Save
Question 36 (1 point)
To have _____________ people must perceive that their performance accomplishments will be followed by desired work outcomes.
Question 36 options:
a) high instrumentalities
b) positive valences
c) low instrumentalities
d) low valences
Save
Question 37 (1 point)
According to Skinner, __________ discourages a behavior by making an unpleasant consequence contingent on its occurrence.
Question 37 options:
a) punishment
b) extinction
c) positive reinforcement
d) negative reinforcement
Save
Question 38 (1 point)
Herzberg believed that motivation and higher performance could be achieved by improving the content of a job. He called this job __________.
Question 38 options:
a) hunting
b) design
c) enrichment
d) manipulation
Save
Question 39 (1 point) According to Herzberg, a __________ is found in job content such as a sense of achievement, recognition, responsibility, advancement, or personal growth.
Question 39 options:
a) desire
b) need
c) hygiene factor
d) satisfier factor
Save
Question 40 (1 point)
_______________ decreases the frequency of or eliminates an undesirable behavior by making the removal of a pleasant consequence.
Question 40 options:
a) Punishment
b) Reinforcement
c) Extinction
d) Conditioning

Assignment: The Nurse Leader as Knowledge Worker NURS 5051
Assignment: The Nurse Leader as Knowledge Worker NURS 5051
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Include one slide that visually represents the role of a nurse leader as knowledge worker.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
By Day 7 of Week 2
Submit your completed Presentation.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 2 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 2 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 2
To participate in this Assignment:
Week 2 Assignment
Next Module
To go to the next module:
Module 2
Module 2: The Role of the Informatics Specialist in Healthcare (Weeks 3-4)
Laureate Education (Producer). (2018). The Nurse Informaticist [Video file]. Baltimore, MD: Author.
Accessible player
Learning Objectives
Students will:
Analyze interactions between nurse informaticists, data/technology specialists, and other professionals in healthcare organizations
Recommend strategies to improve interactions between nurse informaticists and other professionals
Analyze how nursing informatics as a specialty and new technologies impact interactions between nurse informaticists and members of healthcare teams
Recommend nursing informatics projects to improve outcomes or efficiencies in healthcare organizations
Identify stakeholders impacted by nursing informatics projects
Analyze how nursing informatics projects improve outcomes or efficiencies in healthcare organizations
Identify technologies required for implementation of nursing informatics projects
Analyze the role of the nurse informaticist in nursing informatics project teams
Due By
Assignment
Week 3, Days 1–2
Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 3, Day 3
Post your initial Discussion post.
Begin to compose your Assignment.
Week 3, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 3, Day 6
Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Week 3, Day 7
Wrap up Discussion.
Deadline to submit your Assignment.
Week 4, Days 1-6
Continue to compose your Assignment
Week 4, Day 7
Deadline to submit your Assignment
Learning Resources
Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)
Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)
Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive Leadership. JONA: The Journal of Nursing Administration, 49(11), 543-548.
Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives: Expanding Opportunities for Nurse Participation in Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209-213.
Sipes, C. (2016). Project management: Essential skill of nurse informaticists. Studies in Health Technology and Informatics, 225, 252-256.
Discussion: Interaction Between Nurse Informaticists and Other Specialists
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
To Prepare:
Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.
By Day 3 of Week 3
Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
By Day 6 of Week 3
Respond to at least two of your colleagues* on two different days, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.
*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 3
To participate in this Discussion:
Week 3 Discussion
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_5051_Module01_Week02_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Develop a 5- to 6-slide PowerPoint presentation that addresses the following:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Points Range: 32 (32%) – 35 (35%)
The presentation clearly and accurately explains the concept of a knowledge worker.
The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.
Includes: 3 or more peer-reviewed sources and 2 or more course resources.
Points Range: 28 (28%) – 31 (31%)
The presentation explains the concept of a knowledge worker.
The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.
Includes: 2 peer-reviewed sources and 2 course resources.
Points Range: 25 (25%) – 27 (27%)
The presentation inaccurately or vaguely explains the concept of a knowledge worker.
The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.
Includes: 1 peer-reviewed sources and 1 course resources.
Points Range: 0 (0%) – 24 (24%)
The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.
The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.
Includes: 1 or fewer resources.
· Develop a simple infographic to help explain these concepts.
Points Range: 14 (14%) – 15 (15%)
The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
Points Range: 12 (12%) – 13 (13%)
The presentation provides an infographic that helps explain the concepts related to the presentation.
Points Range: 11 (11%) – 11 (11%)
The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.
Points Range: 0 (0%) – 10 (10%)
The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
· Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.
Points Range: 32 (32%) – 35 (35%)
The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
Points Range: 28 (28%) – 31 (31%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
Points Range: 25 (25%) – 27 (27%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.
Points Range: 0 (0%) – 24 (24%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_5051_Module01_Week02_Assignment_Rubric Name: NURS_5051_Module01_Week02_Assignment_Rubric Excellent Good Fair Poor Develop a 5- to 6-slide PowerPoint presentation that addresses the following: · Explain the concept of a knowledge worker. · Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker. Points Range: 32 (32%) – 35 (35%) The presentation clearly and accurately explains the concept of a knowledge worker. The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Includes: 3 or more peer-reviewed sources and 2 or more course resources. Points Range: 28 (28%) – 31 (31%) The presentation explains the concept of a knowledge worker. The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker. Includes: 2 peer-reviewed sources and 2 course resources. Points Range: 25 (25%) – 27 (27%) The presentation inaccurately or vaguely explains the concept of a knowledge worker. The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker. Includes: 1 peer-reviewed sources and 1 course resources. Points Range: 0 (0%) – 24 (24%) The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing. The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing. Includes: 1 or fewer resources. · Develop a simple infographic to help explain these concepts. Points Range: 14 (14%) – 15 (15%) The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation. Points Range: 12 (12%) – 13 (13%) The presentation provides an infographic that helps explain the concepts related to the presentation. Points Range: 11 (11%) – 11 (11%) The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague. Points Range: 0 (0%) – 10 (10%) The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing. · Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies. Points Range: 32 (32%) – 35 (35%) The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data. Points Range: 28 (28%) – 31 (31%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data. Points Range: 25 (25%) – 27 (27%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate. Points Range: 0 (0%) – 24 (24%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. Points Range: 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. Points Range: 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. Points Range: 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_5051_Module01_Week02_Assignment_Rubric Name: NURS_5051_Module01_Week02_Assignment_Rubric Excellent Good Fair Poor Develop a 5- to 6-slide PowerPoint presentation that addresses the following: · Explain the concept of a knowledge worker. · Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker. Points Range: 32 (32%) – 35 (35%) The presentation clearly and accurately explains the concept of a knowledge worker. The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Includes: 3 or more peer-reviewed sources and 2 or more course resources. Points Range: 28 (28%) – 31 (31%) The presentation explains the concept of a knowledge worker. The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker. Includes: 2 peer-reviewed sources and 2 course resources. Points Range: 25 (25%) – 27 (27%) The presentation inaccurately or vaguely explains the concept of a knowledge worker. The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker. Includes: 1 peer-reviewed sources and 1 course resources. Points Range: 0 (0%) – 24 (24%) The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing. The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing. Includes: 1 or fewer resources. · Develop a simple infographic to help explain these concepts. Points Range: 14 (14%) – 15 (15%) The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation. Points Range: 12 (12%) – 13 (13%) The presentation provides an infographic that helps explain the concepts related to the presentation. Points Range: 11 (11%) – 11 (11%) The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague. Points Range: 0 (0%) – 10 (10%) The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing. · Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies. Points Range: 32 (32%) – 35 (35%) The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data. Points Range: 28 (28%) – 31 (31%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data. Points Range: 25 (25%) – 27 (27%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate. Points Range: 0 (0%) – 24 (24%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. Points Range: 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. Points Range: 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. Points Range: 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_5051_Module01_Week02_Assignment_Rubric

Assignment: Down’s syndrome Scotland
Assignment: Down’s syndrome Scotland
Down’s syndrome Scotland
TO Michael Smith only
pharphrise and add 300 words with refreces to rationale section .
Just ignore the brackets in the text
Files: n18q6urpw3.docx
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.